LC 1756 
.W65 
Copy 2 



A PLAN 



FOR 



Improving Female Education 



By Emma Willard 



A Reprint of the Second Edition of 1819 



"My neighborhood to Middlebury College made me bitterly 
feel the disparity in educational facilities between the sexes." 

Fro7ti a letter of Mrs. Willard 



Published by Middlebury College on the 

rooth anniversary of the issue 

of the first edition 



Middlebury, Vermont 
1918 



^'^ 



5^ 




The following pages reproduce without change a docu- 
ment which has been called the Magna Carta of the 
higher education of women in America. It was written 
during the two or three years preceding i8ig in Middle- 
bury, in a house just across the street from the campus 
of Middlebury College. Some years earlier Mrs. 
Willard had conducted in Middlebury a school for young 
women not essentially different from the boarding schools 
she condemns so vigorously. It was in contact with the 
worthier education offered to young men in the college 
that she developed her conviction of the 7ieed of radical 
change hi the education of women and the principles 
she put in force in her second school in Middlebury, 
which was later removed to Troy. 

The world war and its attendant changes in the po- 
sition and occupations of women is leading to a re-ex- 
amination of the purposes and methods of women's edu- 
cation. This notable address of one of the great pioneers 
in the higher education of women in America is re-pub- 
lished, not merely as a bit of antiquarian zeal on the 
part of the college which furnished stimulus and sug- 
gestion to its author, but also as a stateme?tt of principles 
and ideals which otight not to be neglected in the effort 
to adapt the higher education of women to the larger 
place in the life of the world which they are henceforth 
to occupy. 



1] 



TO THE PUBLIC; 

!rO TBG MEMBERS OF THE 

LEGISLATURE 

OP 

NEW-YORK, 

FB0P06ING 
FOR IMPROVIMG 

FEMALE EDUCATION. 



BY EMMA WILLARD. 



SEOORS EDITIOS. 



MIDDLEBURY: 

rSUTTBO B7 J. W. tOTZlAVIh 

1819. 



Explanatory Note 



Timely interest in the enclosed pamphlet written by Emma Wil- 
lard, pioneer in the education of women at Middlebury, Vermont, over 
100 years ago, is given by the fact that Mrs. Russell Sage, who was a 
great admirer of the work of Mrs. Willard, has just left to Middlebury 
College the sum of $100,000. 

The Middlebury Register in its issue of November 22, 1918, con- 
tains the following interesting statement by Dr. Ezra Brainerd, presi- 
dent-emeritus of the College, indicating how Mrs. Sage became inter- 
ested in Middlebury: 

"About thirty years ago I received an invitation to give a talk on 
the life and work of Emma Willard during the twelve years she lived 
in Middlebury when from 20 to 32 years of age. This talk was to be 
given before the Emma Willard Association in New York City, at the 
home on Fifth Avenue of Mrs. Russell Sage, who was the President of 
the Association. I met there an interesting company who held in high 
esteem the mature matron under whose guidance they had graduated 
from the famous Ladies Seminary in Troy. It was not difficult to in- 
terest them in an account of Emma Willard's early life and of her con- 
fessed indebtedness to Middlebury College for her advanced views re- 
garding the higher education of women. I succeeded in securing $2000 
for an Emma Willard scholarship in Middlebury College. The fol- 
lowing year came an invitation to address them again, and to publish 
a pamphlet containing the substance of my talks. This was done at 
the expense of a New York lawyer, a former pupil of mine, whose 
mother in Vermont was a graduate of the Troy Seminary. The pam- 
phlet passed through two editions of 500 copies each, most of which 
were placed in the hands of Mrs. Sage for distribution to the graduates 
of the Troy Seminary. < 

"This pamphlet was later republished by the United States Bu- 
reau of Education, Circular of Information No. 4, 1900; wholenumber 
265. On page 130, under the headline of the article, the reader is in- 
formed that it was 'prepared originally for the Emma Willard Society 
of New York by Ezra Brainerd, LL. D., President of Middlebury Col- 
lege.' 

"Thus it would appear probable that the 100,000 dollar bequest is 
the fair fruitage of the humble seed soAvn in faith so many years ago." 




ADDRESS, &C. 

HE object of this Address, is to convince the 
pubHc, that a reform, with respect to female 
education, is necessary; that it cannot be 
effected by individual exertion, but that it 
requires the aid of the legislature; and further, by 
shewing the justice, the policy, and the magnanimity 
of such an undertaking, to persuade that body to en- 
dow a seminary for females, as the commencement of 
such reformation. 

The idea of a college for males will naturally be 
associated with that of a seminary, instituted and en- 
dowed by the public; and the absurdity of sending 
ladies to college, may, at first thought, strike every one 
to whom this subject shall be proposed. I therefore 
hasten to observe, that the seminary here recommend- 
ed, will be as different from those appropriated to the 
other sex, as the female character and duties are from 
the male. The business of the husbandman is not to 
waste his endeavours, in seeking to make his orchard 
attain the strength and majesty of his forest, but to 
rear each, to the perfection of its nature. 

That the improvement of female education will be 
considered by our enlightened citizens as a subject of 
importance, the liberality with which they part with 
their property to educate their daughters, is a sufficient 
evidence; and why should they not, when assembled 
in the legislature, act in concert to effect a noble object, 
which, though dear to them individually, cannot be 
accomplished by their unconnected exertions. 

If the improvement of the American female charac- 
ter, and that alone, could be effected by public liber- 
ality, employed in giving better means of instruction ; 

5 



such improvement of one half of society, and that half, 
which barbarous and despotic nations have ever de- 
graded, would of itself be an object, worthy of the most 
liberal government on earth ; but if the female character 
be raised, it must inevitably raise that of the other sex : 
and thus does the plan proposed, offer, as the object of 
legislative bounty, to elevate the whole character of the 
community. 

As evidence that this statement does not exaggerate 
the female influence in society, our sex need but be con- 
sidered, in the single relation of mothers. In this char- 
acter, we have the charge of the whole mass of indi- 
viduals, who are to compose the succeeding generation ; 
during that period of youth, when the pliant mind takes 
any direction, to which it is steadily guided by a form- 
ing hand. How important a power is given by this 
charge! yet, little do too many of my sex know how, 
either to appreciate or improve it. Unprovided with 
the means of acquiring that knowledge, which flows 
liberally to the other sex — having our time of education 
devoted to frivolous acquirements, how should we 
understand the nature of the mind, so as to be aware 
of the importance of those early impressions, which we 
make upon the minds of our children? — or how should 
we be able to form enlarged and correct views, either 
of the character, to which we ought to mould them, or 
of the means most proper to form them aright? 

Considered in this point of view, were the interests 
of male education alone to be consulted, that of females 
becomes of sufficient importance to engage the public 
attention. Would we rear the human plant to its per- 
fection, we must first fertilize the soil which produces 
it. If it acquire its first bent and texture upon a barren 
plain, it will avail comparatively little, should it be 
afterwards transplanted to a garden. 

6 



In the arrangement of my remarks, I shall pursue the 
following order. 

I. Treat of the defects of the present mode of female 
education, and their causes. 

II. Consider the principles, by which education 
should be regulated. 

III. Sketch a plan of a female seminary. 

IV. Shew the benefits which society would receive 
from such seminaries. 

DEFECTS IN THE PRESENT MODE OF 

FEMALE EDUCATION, AND 

THEIR CAUSES. 

Civilized nations have long since been convinced that 
education, as it respects males, will not, like trade, reg- 
ulate itself; and hence, they have made it a prime object 
to provide that sex with everything requisite to facili- 
tate their progress in learning: but female education 
has been left to the mercy of private adventurers ; and 
the consequence has been to our sex, the same, as it 
would have been to the other, had legislatures left their 
accommodations, and means of instruction, to chance 
also. 

Education cannot prosper in any community, unless, 
from the ordinary motives which actuate the human 
mind, the best and most cultivated talents of that com- 
munity, can be brought into exercise in that way. Male 
education flourishes, because, from the guardian care of 
legislatures, the presidencies and professorships of our 
colleges are some of the highest objects to which the 
eye of ambition is directed. Not so with female institu- 
tions. Preceptresses of these, are dependent on their 
pupils for support, and are consequently liable to be- 
come the victims of their caprice. In such a situation, it 

7 



is not more desirable to be a preceptress, than it would 
be, to be a parent, invested with the care of children,, 
and responsible for their behaviour, but yet, depending 
on them for subsistence, and destitute of power to en- 
force their obedience. 

Feminine delicacy requires, that girls should be edu- 
cated chiefly by their own sex. This is apparent from 
considerations, that regard their health and conven- 
iences, the propriety of their dress and manners, and 
their domestic accomplishments. 

Boarding schools, therefore, whatever may be their 
defects, furnish the best mode of education provided for 
females. 

Concerning these schools it may be observed : 

i. They are temporary institutions, formed by indi- 
viduals, whose object is present emolument. But they 
cannot be expected to be greatly lucrative; therefore, 
the individuals who establish them, cannot afford to 
provide suitable accommodations, as to room. At night, 
the pupils are frequently crowded in their lodging 
rooms; and during the day they are generally placed 
together in one apartment, where there is a heteroge- 
neous mixture of different kinds of business, accompa- 
nied with so much noise and confusion, as greatly to 
impede their progress in study. 

2, As individuals cannot afford to provide suitable 
accommodations as to room, so neither can they afford 
libraries, and other apparatus, necessary to teach prop- 
erly the various branches in which they pretend to in- 
struct. 

3. Neither can the individuals who establish these 
schools afford to provide suitable instruction. It not 
unfrequently happens, that one instructress teaches, at 
the same time and in the same room, ten or twelve dis- 
tinct branches. If assistants are provided, such are 

,8 



usually taken as can be procured for a small compensa- 
tion. True, in our large cities, preceptresses provide 
their pupils with masters, though at an expense, which 
few can afford. Yet none of these masters are respon- 
sible for the general proficiency or demeanour of the 
pupils. Their only responsibility, is in the particular 
branch which they teach; and to a preceptress, who 
probably does not understand it herself, and who is, 
therefore incapable of judging, whether or not it is well 
taught. 

4. It is impossible, that in these schools such sys- 
tems should be adopted and enforced, as are requisite 
for properly classing the pupils. Institutions for young 
gentlemen are founded by public authority, and are per- 
manent; they are endov/ed v/ith funds, and their in- 
structors and overseers, are invested with authoritjT- to 
make such laws, as they shall deem most salutary. 
From their permanency, their laws and rules are well 
known. With their funds they procure libraries, philo- 
sophical apparatus, and other advantages, superior to 
what can elsewhere be found ; and to enjoy these, indi- 
viduals are placed under their discipline, who would 
not else be subjected to it. Hence the directors of 
these institutions can enforce, among other regulations, 
those which enable them to make a perfect classifica- 
tion of their students. They regulate their qualifica- 
tions for entrance, the kind and order of their studies, 
and the period of their remaining at the seminary. 
Female schools present the reverse of this. Wanting 
permanency, and dependent on individual patronage, 
had they the wisdom to make salutary regulations, they 
could neither enforce nor purchase compliance. The 
pupils are irregular in their times of entering and leav- 
ing school; and they are of various and dissimilar ac- 
quirements. 



Each scholar, of mature age, thinks she has a right to 
judge for herself respecting what she is to be taught; 
and the parents of those, who are not, consider, that 
they have the same right to judge for them. Under 
such disadvantages, a school cannot be classed, except 
in a very imperfect manner. 

5. It is for the interest of instructresses of boarding 
schools, to teach their pupils showy accomplishments, 
rather than those, which are solid and useful. Their 
object in teaching is generally present profit. In order 
to realize this, they must contrive to give immediate 
celebrity to their schools. If they attend chiefly to the 
cultivation of the mind, their work may not be manifest 
at the first glance ; but let the pupil return home, laden 
with fashionable toys, and her young companions, 
filled with envy and astonishment, are never satisfied 
till they are permitted to share the precious instruction. 
If it is true, with the turn of the fashion, the toys, which 
they are taught to make will become obsolete; and no 
benefit remain to them, of perhaps the only money, that 
will ever be expended on their education; but the ob- 
ject of the instructress may be accomplished notwith- 
standing, if that is directed to her own, rather than her 
pupil's advantage. 

6. As these schools are private establishments, 
their preceptresses are not accountable to any particu- 
lar persons. Any woman has a right to open a school 
in any place; and no one, either from law or custom, 
can prevent her. Hence the public are liable to be im- 
posed upon, both with respect to the character and ac- 
quirements of preceptresses. I am far, however, from 
asserting that this is always the case. It has been be- 
fore observed, that in the present state of things, the 
ordinary motives which actuate the human mind, would 
not induce ladies of the best and most cultivated tal- 

10 



ents, to engage in the business of instructing, from 
choice. But some have done it from necessity, and 
occasionally, an extraordinary female has occupied her- 
self in instructing, because she felt that impulse to be 
active and useful, which is the characteristic of a vigor- 
ous and noble mind; and because she found few ave- 
nues to extensive usefulness open to her sex. But if 
such has been the fact, it has not been the consequence 
of any system, from which a similar result can be ex- 
pected to recur with regularity; and it remains true, 
that the public are liable to imposition, both with re- 
gard to the character and acquirements of precep- 
tresses. 

Instances have lately occurred, in which women of 
bad reputation, at a distance from scenes of their former 
life, have been entrusted by our unsuspecting citizens 
with the instruction of their daughters. 

But the moral reputation of individuals, is more a 
matter of public notoriety than their literary attain- 
ments; hence society are more liable to be deceived 
with regard to the acquirements of instructresses than 
with respect to their characters. 

Those women, however, who deceive society as to 
the advantages which they give their pupils, are not 
charged with any ill intention. They teach as they 
were taught, and believe that the public are benefitted 
by their labours. Acquiring, in their youth, a high 
value for their own superficial accomplishments, they 
regard all others as supernumerary, if not unbecom- 
ing. Although these considerations exculpate individ- 
uals, yet they do not diminish the injury which society 
receives ; for they show, that the worst which is to be 
expected from such instruction, is not that the pupils 
will remain ignorant; but that, by adopting the views 
of their teachers, they will have their minds barred 

11 



against future improvement, by acquiring a disrelish, 
if not a contempt for useful knowledge. 

7. Although, from a want of public support, pre- 
ceptresses of boarding schools have not the means of 
enforcing such a system as would lead to a perfect 
classification of their pupils; and although they are 
confined in other respects within narrow limits, yet, 
because these establishments are not dependant on 
any public body, within those limits, they have a power 
far more arbitrary and uncontrolled, than is allowed the 
learned and judicious instructors of our male semi- 
naries. 

They can, at their option, omit their own duties, and 
excuse their pupils from theirs. 

They can make absurd and ridiculous regulations. 

They can make improper and even wicked exactions 
of their pupils. 

Thus the writer has endeavoured to point out the 
defects of the present mode of female education ; chief- 
ly in order to show, that the great cause of these de- 
fects consists in a state of things, in which legislatures, 
undervaluing the importance of women in society, neg- 
lept to provide for their education, and suffer it to be- 
come the sport of adventurers for fortune, who may be 
both ignorant and vicious. 

OF THE PRINCIPLES BY WHICH EDUCATION 
SHOULD BE REGULATED. 

To contemplate the principles which should regulate 
systems of instruction, and consider how little those 
principles have been regarded in educating our sex, 
will show the defects of female education in a still 
stronger point of light, and will also afford a standard, 
by which any plan for its improvement may be meas- 
ured. 

12 



Education should seek to bring its subjects to the 
perfection of their moral, intellectual and physical na- 
ture : in order, that they may be of the greatest possible 
use to themselves and others : or, to use a different ex- 
pression, that they may be the means of the greatest 
possible happiness of which they are capable, both as 
to what they enjoy, and what they communicate. 

Those youth have the surest chance of enjoying and 
communicating happiness, who are best qualified, both 
by internal dispositions, and external habits, to perform 
with readiness, those duties, which their future life will 
most probably give them occasion to practice. 

Studies and employments should, therefore, be se- 
lected, from one or both of the following considera- 
tions; either, because they are peculiarly fitted to im- 
prove the faculties; or, because they are such, as the 
pupil will most probably have occasion to practise in 
future life. 

These are the principles, on which systems of male 
education are founded; but female education has not 
yet been systematized. Chance and confusion reign 
here. Not even is youth considered in our sex, as in 
the other, a season, which should be wholly devoted to 
improvement. Among families, so rich as to be en- 
tirely above labour, the daughters are hurried through 
the routine of boarding school instruction, and at an 
early period introduced into the gay world ; and, thence- 
forth, their only object is amusement. — Mark the dif- 
ferent treatment, which the sons of these families re- 
ceive. While their sisters are gliding through the 
mazes of the midnight dance, they employ the lamp, to 
treasure up for future use the riches of ancient wis-1 
dom ; or to gather strength and expansion of mind, in 
exploring the wonderful paths of philosophy. When 
the youth of two sexes has been spent so differently, is 

13 



it strange, or is nature in fault, if more mature age has 
brought such a difference of character, that our sex 
have been considered by the other, as the pampered, 
wayward babies of society, who must have some rattle 
put into our hands, to keep us from doing mischief to 
ourselves or others?* 

Another difference in the treatment of the sexes is 
made in our country, which, though not equally per- 
nicious to society, is more pathetically unjust to our 
sex. How often have we seen a student, who, returning 
from his literary pursuits, finds a sister, who was his 
equal in acquirements, while their advantages were 
equal, of whom he is now ashamed. While his youth 
was devoted to study, and he was furnished with the 
means, she, without any object of improvement, 
drudged at home, to assist in the support of the father's 
family, and perhaps to contribute to her brother's sub- 
sistence abroad ; and now, a being of a lower order, the 
rustic innocent wonders and weeps at his neglect. 

Not only has there been a want of system concerning 
female education, but much of what has been done, has 
proceeded upon mistaken principles. 

One of these is, that, without a regard to the differ- 
ent periods of life, proportionate to their importance, 
the education of females has been too exclusively di- 
rected, to fit them for displaying to advantage the 
charms of youth and beauty. Though it may be proper 
to adorn this period of life, yet, it is incomparably more 
important, to prepare for the serious duties of maturer 
years. Though well to decorate the blossom, it is far 
better to prepare for the harvest. In the vegetable cre- 
ation, nature seems but to sport, when she embellishes 



*Several noted writers have recommended certain accomplish- 
ments to our sex, to keep us from scandal and other vices ; or to use 
Mr. Addison's expression, "to keep us out of harm's way." 

14 



the flower; while all her serious cares are directed to 
perfect the fruit. 

Another errour is, that it has been made the first 
object in educating our sex, to prepare them to please 
the other. But reason and religion teach, that we too 
are primary existencies ; that it is for us to move, in the 
orbit of our duty, around the Holy Centre of perfec- 
tion, the companions, not the satellites of men; else, 
instead of shedding around us an influence, that may 
help to keep them in their proper course, we must ac- 
company them in their wildest deviations. 

I would not be understood to insinuate, that we are 
not, in particular situations, to yield obedience to the 
other sex. Submission and obedience belong to every 
being in the universe, except the great Master of the 
whole. Nor is it a degrading peculiarity to our sex, to 
be under human authority. Whenever one class of 
human beings, derive from another the benefits of sup- 
port and protection, they must pay its equivalent, obe- 
dience. Thus, while we receive these benefits from our 
parents, we are all, without distinction of sex, under 
their authority; when we receive them from the gov- 
ernment of our country, we must obey our rulers ; and 
when our sex take the obligations of marriage, and 
receive protection and support from the other, it is 
reasonable, that we too should yield obedience. Yet is 
neither the child, nor the subject, nor the wife, under 
human authority, but in subservience to the divine. 
Our highest responsibility is to God, and our highest 
interest is to please him ; therefore, to secure this inter- 
est, should our education be directed. 

Neither would I be understood to mean, that our sex 
should not seek to make themselves agreeable to the 
other. The errour complained of, is that the taste of 
men, whatever it might happen to be, has been made a 

15 



standard for the formation of the female character. In 
whatever we do, it is of the utmost importance, that the 
rule, by which we work, be perfect. For if otherwise, 
what is it, but to err upon principle ? A system of edu- 
cation, which leads one class of human beings to con- 
sider the approbation of another, as their highest ob- 
ject, teaches, that the rule of their conduct should be 
the will of beings, imperfect and erring like themselves, 
rather than the will of God, which is the only standard 
of perfection. 

Having now considered female education, both in 
theory and practice, and seen, that in its present state, 
it is in fact a thing "without form and void," the mind is 
naturally led to inquire after a remedy for the evils it 
has been contemplating. Can individuals furnish this 
remedy? It has heretofore been left to them, and we 
have seen the consequence. If education is a business, 
which might naturally prosper, if left to individual 
exertion, why have legislatures intermeddled with it at 
all? if it is not, why do they make their daughters 
illegitimates, and bestow all their cares upon their sons? 

It is the duty of a government, to do all in its power 
to promote the present and future prosperity of the 
nation, over which it is placed. This prosperity will 
depend on the character of its citizens. The characters 
of these will be formed by their mothers ; and it is 
through the mothers, that the government can control 
the characters of its future citizens, to form them such 
as will ensure their country's prosperity. If this is the 
case, then it is the duty of our present legislators to 
begin now, to form the characters of the next genera- 
tion, by controling that of the females, who are to be 
their mothers, while it is yet with them a season of im- 
provement. 

But should the conclusion be almost admitted, that 

16 



our sex too are the legitimate children of the legisla- 
ture; and, that it is their duty to afford us a share o£ 
their paternal bounty ; the phantom of a college-learned 
lady, would be ready to rise up, and destroy every good 
resolution, which the admission of this truth would 
naturally produce in our favour. 

To shew that it is not a masculine education which 
is here recommended, and to afford a definite view of 
the manner in which a female institution might possess 
the respectability, permanency, and uniformity of oper- 
ation of those appropriated to males ; and yet differ 
from them, so as to be adapted to that difference of 
character and duties, to which the softer sex should be 
formed, is the object of the following imperfect 

SKETCH OF A FEMALE SEMINARY. 

From considering the deficiencies in boarding 
schools, much may be learned, with regard to what 
would be needed, for the prosperity and usefulness of a 
public seminary for females. 

I. There would be needed a building, with com- 
modious rooms for lodging and recitation, apartments 
for the reception of apparatus, and for the accommoda- 
tion of the domestic department. 

II. A library, containing books on the various sub- 
jects in which the pupils were to receive instruction; 
musical instruments, some good paintings, to form the 
taste and serve as models for the execution of those who 
were to be instructed in that art; maps, globes, and a 
small collection of philosophical apparatus. 

III. A judicious board of trust, competent and de- 
sirous to promote its interests, would in a female, as in 
a male literary institution, be the corner stone of its 
prosperity. On this board it would depend to provide, 

17 



IV. Suitable instruction. This article may be sub- 
divided under four heads. 

1. Religious and Moral. 

2. Literary. 

3. Domestic. 

4. Ornamental. 

1. Religious and Moral. A regular attention to re- 
ligious duties would, of course be required of the pupils 
by the laws of the institution. The trustees would be 
careful to appoint no instructors, who would not teach 
religion and morality, both by their example, and by 
leading the minds of the pupils to perceive, that these 
constitute the true end of all education. It would be 
desirable, that the young ladies should spend a part of 
their Sabbaths in hearing discourses relative to the pe- 
culiar duties of their sex. The evidences of Christian- 
ity, and moral philosophy, would constitute a part of 
their studies. 

2. Literary Instruction. To make an exact enu- 
meration of the branches of literature, which might be 
taught, would be impossible, unless the time of the 
pupils' continuance at the seminary, and the requisites 
for entrance, were previously fixed. Such an enumera- 
tion would be tedious, nor do I conceive that it would 
be at all promotive of my object. The difficulty com- 
plained of, is not, that we are at a loss what sciences 
we ought to learn, but that we have not proper advan- 
tages to learn any. Many writers have given us excel- 
lent advice with regard to what we should be taught, 
but no legislature has provided us the means of instruc- 
tion. Not however, to pass lightly over this funda- 
mental part of education, I will mention one or two of 
the less obvious branches of science, which, I conceive 
should engage the youthful attention of my sex. 

It is highly important, that females should be con- 

18 



versant with those studies, which will lead them to 
understand the operations of the human mind. The 
chief use to which the philosophy of the mind can be 
applied, is to regulate education by its rules. The 
ductile mind of the child is intrusted to the mother: 
and she ought to have every possible assistance, in ac- 
quiring a knowledge of this noble material, on which 
it is her business to operate, that she may best under- 
stand how to mould it to its most excellent form. 

Natural philosophy has not often been taught to our 
sex. Yet why should we be kept in ignorance of the 
great machinery of nature, and left to the vulgar no- 
tion, that nothing is curious but what deviates from 
her common course? If mothers were acquainted with 
this science, they would communicate very many of its 
principles to their children in early youth. From the 
bursting of an egg buried in the fire, I have heard an 
intelligent mother, lead her prattling inquirer, to under- 
stand the cause of the earthquake. But how often does 
the mother, from ignorance on this subject, give her 
child the most erroneous and contracted views of the 
causes of natural phenomena ; views, which, though he 
may afterwards learn to be false, are yet, from the laws 
of association, ever ready to return, unless the active 
powers of the mind are continually upon the alert to 
keep them out. A knowledge of natural philosophy is 
calculated to heighten the moral taste, by bringing to 
view the majesty and beauty of order and design ; and 
to enliven piety, by enabling the mind more clearly to 
perceive, throughout the manifold works of God, that 
wisdom, in which he hath made them all. 

In some of the sciences proper for our sex, the books, 
written for the other, would need alteration; because, 
in some they presuppose more knowledge than female 
pupils would possess; in others, they have parts not 

19 



particularly interesting to our sex, and omit subjects 
immediately relating to their pursuits. There would 
likewise be needed, for a female seminary, some works, 
which I believe are no where extant, such as a system- 
atic treatise on housewifery. 

3. Domestic Instruction should be considered im- 
portant in a female seminary. It is the duty of our sex 
to regulate the internal concerns of every family; and 
unless they be properly qualified to discharge this duty, 
whatever may be their literary or ornamental attain- 
ments, they cannot be expected to make either good 
wives, good mothers, or good mistresses of families: 
and if they are none of these, they must be bad mem- 
bers of society ; for it is by promoting or destroying the 
comfort and prosperity of their own families, that fe- 
males serve or injure the community. To superin- 
tend the domestic department, there should be a re- 
spectable lady, experienced in the best methods of 
housewifery, and acquainted with propriety of dress 
and manners. Under her tuition the pupils ought to be 
placed for a certain length of time every morning. A 
spirit of neatness and order should here be treated as a 
virtue, and the contrary, if excessive and incorrigible, 
be punished with expulsion. There might be a grada- 
tion of employment in the domestic department, ac- 
cording to the length of time the pupils had remained 
at the institution. The older scholars might then assist 
the superintendant in instructing the younger, and the 
whole be so arranged, that each pupil might have ad- 
vantages to become a good domestic manager by the 
time she has completed her studies. 

This plan would afford a healthy exercise. It would 
prevent that estrangement from domestic duties, which 
would be likely to take place in a length of time de- 
voted to study, with those, to whom they were previ- 

20 



ously familiar; and would accustom those to them, 
who, from ignorance, might otherwise put at hazard 
their own happiness, and the prosperity of their fami- 
lies. 

These objects might doubtless be effected by a 
scheme of domestic instruction; and probably others 
of no inconsiderable importance. It is believed, that 
housewifery might be greatly improved, by being 
taught, not only in practice, but in theory. Why may it 
not be reduced to a system, as well as other arts? 
There are right ways of performing its various opera- 
tions ; and there are reasons why those ways are right ; 
and why may not rules be formed, their reasons col- 
lected; and the whole be digested into a system to 
guide the learner's practice? 

It is obvious, that theory alone, can never make a 
good artist ; and it is equally obvious, that practice un- 
aided by theory, can never correct errors, but must es- 
tablish them. If I should perform any thing in a wrong 
manner all my life, and teach my children to perform it 
in the same manner, still, through my life and theirs, 
it v/ould be wrong. V/ithout alteration there can be no 
improvement ; but how are we to alter, so as to improve, 
if we are ignorant of the principles of our art, with 
which we should compare our practice, and by which 
we should regulate it? 

In the present state of things, it is not to be ex- 
pected, that any material improvements in house- 
wifery should be made. There being no uniformity of 
method, prevailing among different housev/ives, of 
course, the com^munications from one to another, are 
not much more likely to improve the art, than a com- 
munication, between two mechanics of different trades, 
would be, to improve each in his respective occupation. 
But should a system of principles be philosophically 

21 



arranged, and taught, both in theory and by practice, 
to a large number of females, whose minds were ex- 
panded and strengthened by a course of literary in- 
struction, those among them, of an investigating turn, 
would, when they commenced housekeepers, consider 
their domestic operations as a series of experiments, 
which either proved or refuted the system previously 
taught. They would then converse together like those, 
who practise a common art, and improve each other by 
their observations and experiments ; and they would al- 
so be capable of improving the system, by detecting its 
errors, and by making additions of new principles and 
better modes of practice. 

4. The Ornamental branches, which I should rec- 
ommend for a female seminary, are drawing and paint- 
ing, elegant penmanship, music, and the grace of mo- 
tion. Needle-work is not here mentioned. The best 
style of useful needle-work should either be taught in 
the domestic department, or made a qualification for 
entrance; and I consider that useful, which may con- 
tribute to the decoration of a lady's person, or the con- 
venience and neatness of her family. But the use of 
the needle, for other purposes than these, as it affords 
little to assist in the formation of the character, I should 
regard as a waste of time. 

The grace of motion, must be learnt chiefly from in- 
struction in dancing. Other advantages besides that of 
a graceful carriage, might be derived from such in- 
struction, if the lessons were judiciously timed. Exer- 
cise is needful to the health, and recreation to the cheer- 
fulness and contentment of youth. Female youth could 
not be allowed to range unrestrained, to seek amuse- 
ment for themselves. If it was entirely prohibited, they 
would be driven to seek it by stealth ; which would lead 
them to many improprieties of conduct, and would have 

22 



a pernicious effect upon their general character, by in- 
ducing a habit of treading forbidden paths. The alter- 
native that remains is to provide them with proper rec- 
reation, which, after the confinement of the day, they 
might enjoy under the eye of their instructors. Danc- 
ing is exactly suited to this purpose, as also to that of 
exercise; for perhaps in no way, can so much healthy 
exercise be taken in so short a time. It has besides, 
this advantage over other amusements, that it affords 
nothing to excite the bad passions; but, on the con- 
trary, its effects are, to soften the mind, to banish its 
animosities, and to open it to social impressions. 

It may be said, that dancing would dissipate the at- 
tention, and estrange it from study. Balls would doubt- 
less have this effect ; but let dancing be practised every 
day, by youth of the same sex, without change of place, 
dress, or company, and under the eye of those, whom 
they are accustomed to obey, and it would excite no 
more emotion, than any other exercise or amusement, 
but in degree, as it is of itself more pleasant. But it 
must ever be a grateful exercise to youth, as it is one, 
to which nature herself prompts them, at the sound of 
animating music. 

It has been doubted, whether painting and music 
should be taught to young ladies, because much time 
is requisite to bring them to any considerable degree of 
perfection, and they are not immediately useful. 
Though these objections have weight, yet they are 
founded on too limited a view of the objects of educa- 
tion. They leave out the important consideration of 
forming the character. I should not consider it an es- 
sential point, that the music of a lady's piano should 
rival that of her master's; or that her drawing room 
should be decorated with her own paintings, rather 
than those of others ; but it is the intrinsic advantage, 

23 



which she might derive from the refinement of herself, 
that would induce me to recommend to her, an atten- 
tion to those elegant pursuits. The harmony of sound, 
has a tendency to produce a correspondent harmony of 
soul ; and that art, which obliges us to study nature, in 
order to imitate her, often enkindles the latent spark of 
taste — of sensibility for her beauties, till it glows to 
adoration for their author, and a refined love of all his 
works. 

V. There would be needed, for a female, as well as 
for a male seminary, a system of laws and regulations, 
so arranged, that both the instructors and pupils would 
know their duty; and thus, the whole business, move 
with regularity and uniformity. 

The laws of the institution would be chiefly directed, 
to regulate the pupil's qualifications for entrance, the 
kind and order of their studies, their behaviour while at 
the institution, the term allotted for the completion of 
their studies, the punishments to be inflicted on of- 
fenders and the rewards or honours, to be bestowed on 
the virtuous and diligent. 

The direct rewards or honors, used to stimulate the 
ambition of students in colleges, are first, the certifi- 
cate or diploma, which each receives, who passes suc- 
cessfully through the term allotted to his collegiate 
studies ; and secondly, the appointments to perform cer- 
tain parts in public exhibitions, which are bestowed by 
the faculty, as rewards for superior scholarship. The 
first of these modes is admissible into a female semi- 
nary; the second is not; as public speaking forms no 
part of female education. The want of this mode, 
might, hov/ever, be supplied by examinations judi- 
ciously conducted. The leisure and inclination of both 
instructors and scholars, would combine to produce a 
thorough preparation for these ; for neither would have 

24 



any other public test of the success of their labors. 
Persons of both sexes would attend. The less enter- 
taining parts, might be enlivened by interludes, where 
the pupils in painting and music, would display their 
several improvements. Such examinations, would 
stimulate the instructors to give their scholars more at- 
tention, by which the leading facts and principles of 
their studies, would be more clearly understood, and 
better remembered. The ambition excited among the 
pupils, would operate, without placing the instructors 
under the necessity of making distinctions among them, 
which are so apt to be considered as invidious; and 
which are, in our male seminaries, such fruitful sources 
of disaffection. 

Perhaps the term allotted for the routine of study at 
the seminary, might be three years. The pupils, prob- 
ably, would not be fitted to enter, till about the age of 
fourteen. Whether they attended to all, or any of the 
ornamental branches, should be left optional with the 
parents or guardians. Those who were to be instructed 
in them, should be entered for a longer term, but if this 
was a subject of previous calculation, no confusion 
would arise from it. The routine of the exercises being 
established by the lav/s of the institution, would be uni- 
form, and publicly known; and those, who were pre- 
viously acquainted with the branches first taught, 
might enter the higher classes; nor would those who 
entered the lowest, be obliged to remain during the 
three years. Thus the term of remaining at the insti- 
tution, might be either one, two, three, four, or more 
years ; and that, without interfering with the regularity 
and uniformity of its proceedings. 

The writer has now given a sketch of her plan. She 
has by no means expressed all the ideas, which occurred 
to her concerning it. She wished to be as concise as 

25 



possible, and yet afford conviction, that it is practicable, 
to organize a system of female education, which shall 
possess the permanency, uniformity of operation, and 
respectability of our male institutions; and yet differ 
from them, so as to be adapted, to that difference of 
character, and duties, to which early instruction should 
form the softer sex. 

It now remains, to enquire more particularly, what 
would be the benefits resulting from such a system. 



BENEFITS OF FEMALE SEMINARIES. 

In inquiring, concerning the benefits of the plan pro- 
posed, I shall proceed upon the supposition, that female 
seminaries will be patronized throughout our country. 

Nor is this altogether a visionary supposition. If 
one seminary should be well organized, its advantages 
would be found so great, that others would soon be in- 
stituted ; and, that sufficient patronage can be found to 
put one in operation, may be presumed from its reason- 
ableness, and from the public opinion, with regard to 
the present mode of female education. It is from an 
intimate acquaintance, with those parts of our country, 
whose education is said to flourish most, that the writer 
has drawn her picture of the present state of female in- 
struction ; and she knows, that she is not alone, in per- 
ceiving or deploring its faults. Her sentiments are 
shared by many an enlightened parent of a daughter, 
who has received a boarding school education. Count- 
ing on the promise of her childhood, the father had an- 
ticipated her maturity, as combining what is excellent 
in mind, with what is elegant in manners. He spared no 
expense that education might realize to him, the image 
of his imagination. His daughter returned from board- 

26 



ing school, improved in fashionable airs, and expert in 
manufacturing fashionable toys; but, in her conversa- 
tion, he sought in vain, for that refined and fertile mind,, 
which he had fondly expected. Aware that his disap- 
pointment has its source in a defective education, he 
looks with anxiety on his other daughters, whose 
minds, like lovely buds, are beginning to open. Where 
shall he find a genial soil, in which he may place them to 
expand? Shall he provide them male instructors? — 
Then the graces of their persons and manners, and 
whatever forms the distinguishing charm of the femi- 
nine character, they cannot be expected to acquire. — 
Shall he give them a private tutoress? She will have 
been educated at the boarding school, and his daughters 
will have the faults of its instruction second-handed. 
Such is now the dilemma of many parents; and it is 
one, from which they cannot be extricated by their in- 
dividual exertions. May not then the only plan, which 
promises to relieve them, expect their vigorous sup- 
port. 

Let us now proceed to inquire, what benefits would 
result from the establishment of female seminaries. 

They would constitute a grade of public education, 
superior to any yet known in the history of our sex; 
and through them, the lower grades of female instruc- 
tion might be controlled. The influence of public semi- 
naries, over these, would operate in two ways; first, 
by requiring certain qualifications for entrance; and 
secondly, by furnishing instructresses, initiated in their 
modes of teaching, and imbued with their maxims. 

Female seminaries might be expected to have im- 
portant and happy effects, on common schools in gen- 
eral; and in the manner of operating on these, would 
probably place the business of teaching children, in 
hands now nearly useless to society; and take it from 

27 



those, whose services the state wants in many other 
ways. 

That nature designed for our sex the care of children, 
she has made manifest, by mental, as v/ell as physical 
indications. She has given us, in a greater degree than 
men, the gentle arts of insinuation, to soften their 
minds, and fit them to receive impressions; a greater 
quickness of invention to vary modes of teaching to 
different dispositions; and more patience to make re- 
peated efforts. There are many fem.ales of ability, to 
whom the business of instructing children is highly ac- 
ceptable, and, who would devote all their faculties to 
their occupation. They would have no higher pecuni- 
ary object to engage their attention, and their reputa- 
tion as instructors they would consider as important; 
whereas, whenever able and enterprizing men, engage 
in this business, they consider it, merely as a temporary 
employment, to further some other object, to the at- 
tainment of which, their best thoug|its and calculations 
are all directed. If then women were properly fitted 
by instruction, they would be likely to teach children 
better than the other sex; they could afford to do it 
cheaper; and those men who would otherwise be en- 
gaged in this employment, might be at liberty to add to 
the wealth of the nation, by any of those thousand oc- 
cupations, from which women are necessarily debarred. 

But the females, who taught children, would have 
been themselves instructed either immediately or in- 
directly by the seminaries. Hence through these, the 
government might exercise an intimate, and most beni- 
ficial control over common schools. Any one, who has 
turned his attention to this subject, must be aware, that 
there is great room for improvement in these, both as 
to the modes of teaching, and the things taught; and 
what method could be devised so likely to effect this 

28 



improvement, as to prepare by instruction, a class of 
individuals, whose interest, leisure, and natural talents, 
v/ould combine to make them pursue it with ardour. 
Such a class of individuals would be raised up, by fe- 
male seminaries. And therefore they would be likely 
to have highly important and happy effects on com- 
mon schools. 

It is believed, that such institutions, would tend to 
prolong, or perpetuate our excellent government. 

An opinion too generally prevails, that our present 
form of government, though good, cannot be perma- 
nent. Other republics have failed, and the historian 
and philosopher have told us, that nations are like in- 
dividuals ; that, at their birth, they receive the seeds of 
their decline and dissolution. Here deceived by a false 
analagy, we receive an apt illustration of particular 
facts, for a general truth. The existence of nations, 
cannot, in strictness, be compared with the duration of 
animate life; for by the operation of physical causes, 
this, after a certain length of time, must cease: but 
the existence of nations, is prolonged by the succes- 
sion of one generation to another, and there is no physi- 
cal cause, to prevent this succession's going on, in a 
peaceable manner, under a good government, till the 
end of time. We must then look to other causes, than 
necessity, for the decline and fall of former republics. 
If we could discover these causes, and seasonably pre- 
vent their operation, then might our latest posterity 
enjoy the same happy government, with which we are 
blessed; or if but in part, then might the triumph of 
tyranny, be delayed, and a few more generations be 
free. 

Permit me then to ask the enlightened politician of 
my country, whether amidst his researches for these 
causes, he cannot discover one, in the neglect, which 

29 



free governments, in common with others, have shown, 
to whatever regarded the formation of the female char- 
acter. 

In those great republics, which have fallen of them- 
selves, the loss of republican manners and virtues, has 
been the invariable precursor, of their loss of the re- 
publican form of government. But is it not in the 
power of our sex, to give society its tone, both as to 
manners and morals? And if such is the extent of fe- 
male influence, is it wonderful, that republics have 
failed, when they calmly suffered that influence, to be- 
come enlisted in favour of luxuries and follies, wholly 
incompatible with the existence of freedom? 

It may be said, that the depravation of morals and 
manners, can be traced to the introduction of wealth, 
as its cause. But wealth will be introduced; even the 
iron laws of Lycurgus could not prevent it. Let us 
then inquire, if means may not be devised, to prevent 
its bringing with it the destruction of public virtue. 
May not these means be found in education? — in im- 
planting, in early youth, habits, that may counteract 
the temptations, to which, through the influence of 
wealth, mature age will be exposed? and in giving 
strength and expansion to the mind, that it may com- 
prehend, and prize those principles, which teach the 
rigid performance of duty? Education, it may be said, 
has been tried as a preservative of national purity. But 
was it applied to every exposed part of the body poli- 
tic? For if any part has been left within the pestilen- 
tial atmosphere of wealth, without this preservative, 
then that part becoming corrupted, would communi- 
cate the contagion to the whole ; and if so, then has the 
experiment, whether education may not preserve pub- 
lic virtue, never yet been fairly tried. Such a part has 
been left in all former experiments. Females have been 

30 



exposed to the contagion of wealth without the preserv- 
ative of a good education; and they constitute that 
part of the body poHtic, least endowed by nature to 
resist, most to communicate it. Nay, not merely have 
they been left without the defence of a good education, 
but their corruption has been accelerated by a bad one. 
The character of women of rank and wealth has been, 
and in the old governments of Europe now is, all that 
this statement would lead us to expect. Not content 
with doing nothing to promote their country's welfare, 
like pampered children, they revel in its prosperity, 
and scatter it to the winds, with a wanton profusion: 
and still worse, — they empoison its source, by diffusing 
a contempt for useful labour. To court pleasure their 
business, — within her temple, in defiance of the laws 
of God and man, they have erected the idol fashion ; and 
upon her altar, they sacrifice, with shameless rites, 
whatever is sacred to virtue or religion. Not the 
strongest ties of nature, — not even maternal love can 
restrain them! Like the worshipper of Moloch, the 
mother while yet yearning over the new born babe, 
tears it from the bosom, which God has swelled with 
nutrition for its support, and casts it remorseless from 
her, the victim of her unhallowed devotion ! 

But while, with an anguished heart, I thus depict the 
crimes of my sex, let not the other stand by and smile. 
Reason declares, that you are guiltier than we. You 
are our natural guardians, — our brothers, — our fathers, 
and our rulers. You know that our ductile minds, 
readily take the impressions of education. Why then 
have you neglected our education? Why have you 
looked with lethargic indifference, on circumstances 
ruinous to the formation of our characters, which you 
might have controlled? 

But it may be said, the observations here made, can- 

31 



not be applied to any class of females in our country^ 
True, they cannot yet; and if they could, it would be 
useless to make them; for when the females of any- 
country have become thus debased, then, is that coun- 
try so corrupted, tha,t nothing, but the awful judgments 
of heaven, can arrest its career of vice. But it cannot 
be denied, that our manners are verging towards those 
described; and the change, though gradual, has not 
been slow: already do our daughters listen with sur- 
prise, when we tell them of the republican simplicity of 
our mothers. But our manners are not as yet so al- 
tered, but that, throughout our country, they are still 
marked with republican virtues. 

The inquiry, to which these remarks have conducted 
us is this — What is offered by the plan of female educa- 
tion, here proposed, which may teach, or preserve, 
among females of wealthy families, that purity of man- 
ners, which is allowed, to be so essential to national 
prosperity, and so necessary, to the existence of a re- 
publican government. 

1. Females, by having their understandings culti- 
vated, their reasoning powers developed and strength- 
ened, may be expected to act more from the dictates of 
reason, and less from those of fashion and caprice. 

2. With minds thus strengthened they would be 
taught systems of morality, enforced by the sanctions 
of religion ; and they might be expected to acquire just- 
er and more enlarged views of their duty, and stronger 
and higher motives to its performance. 

3. This plan of education, offers all that can be done 
to preserve female youth from a contem.pt of useful la- 
bour. The pupils v»rould become accustomed to it, in 
conjunction with the high objects of literature, and the 
elegant pursuits of the fine arts ; and it is to be hoped 

32 



that both from habit arid association, they might in fu- 
ture life, regard it as respectable. 

To this it may be added, that if housewifery could be 
raised to a regular art, and taught upon philosophical 
principles, it would become a higher and more interest- 
ing occupation ; and ladies of fortune, like wealthy agri- 
culturalists, might find, that to regulate their business, 
was an agreeable employment. 

4. The pupils might be expected to acquire a taste 
for moral and intellectual pleasures, which would buoy 
them above a passion for show and parade, and which 
would make them seek to gratify the natural love of 
superiority, by endeavouring to excel others in intrin- 
sic merit, rather than in the extrinsic frivolities of dress, 
furniture, and equipage. 

5. By being enlightened in moral philosophy, and in 
that, which teaches the operations of the mind, females 
would be enabled to perceive the nature and extent, of 
that influence, which they possess over their children, 
and the obligation, which this lays them under, to watch 
the formation of their characters with unceasing vigi- 
lance, to become their instructors, to devise plans for 
their improvement, to weed out the vices from their 
minds, and to implant and foster the virtues. And sure- 
ly, there is that in the maternal bosom, which, when its 
pleadings shall be aided by education, will overcome 
the seductions of wealth and fashion, and will lead the 
mother, to seek her happiness in communing with her 
children, and promoting their welfare, rather than in a 
heartless intercourse, with the votaries of pleasure: 
especially, when with an expanded mind, she extends 
her views to futurity, and sees her care to her offspring 
rewarded by peace of conscience, the blessings of her 
family, the prosperity of her country, and finally with 
everlasting happiness to herself and them. 

33 



Thus, laudable objects and employments, would be 
furnished for the great body of females, who are not 
kept by poverty from excesses. But among these, as 
among the other sex, will be found master spirits, who 
must have pre-eminence, at whatever price they ac- 
quire it. Domestic life cannot hold these, because they 
prefer to be infamous, rather than obscure. To leave 
such, without any virtuous road to eminence, is unsafe 
to community; for not unfrequently, are the secret 
springs of revolution, set in motion by their intrigues. 
Such aspiring minds, we will regulate, by education, we 
will remove obstructions to the course of literature, 
which has heretofore been their only honorable way to 
distinction ; and we offer them a new object, worthy of 
their ambition ; to govern, and improve the seminaries 
for their sex. 

In calling on my patriotic countrymen, to effect so 
noble an object, the consideration of national glory, 
should not be overlooked. Ages have rolled away; — 
barbarians have trodden the weaker sex beneath their 
feet; — tyrants have robbed us of the present light of 
heaven, and fain would take its future. Nations, call- 
ing themselves polite, have made us the fancied idols 
of a ridiculous worship, and we have repaid them with 
ruin for their folly. But where is that wise and heroic 
country, which has considered, that our rights are 
sacred, though we cannot defend them? that tho' a 
weaker, we are an essential part of the body politic, 
whose corruption or improvement must affect the 
whole? and which, having thus considered, has sought 
to give us by education, that rank in the scale of being, 
to which our importance entitles us? History shows 
not that country. It shows many, whose legislatures 
have sought to improve their various vegetable produc- 
tions, and their breeds of useful brutes ; but none, whose 

34 



public councils have made it an object of their delibera- 
tions, to improve the character of their women. Yet 
though history lifts not her finger to such an one, an- 
ticipation does. She points to a nation, which, having 
thrown off the shackles of authority and precedent, 
shrinks not from schemes of improvement, because 
other nations have never attempted them; but which, 
in its pride of independence, would rather lead than 
follow, in the march of human improvement : a nation, 
wise and magnanimous to plan, enterprising to under- 
take, and rich in resources to execute. Does not every 
American exult that this country is his own? And 
who knows how great and good a race of men, may yet 
arise from the forming hand of mothers, enlightened 
by the bounty of that beloved country, — to defend her 
liberties, — to plan her future improvement, — and to 
raise her to unparalleled glory? 



35 



'<;»■■:;,! sii' 



LIBRARY OF CONGRESS 



019 655 010 



